Integrations of generative Artificial Intelligence (Gen AI) technologies in higher education have transformed teaching and learning. The accelerated transformation comes after the Covid-19 pandemic, which allowed the adoption of these tools. This study inspects the use of Gen AI by social science students in their academic contexts, addressing a gap in research predominantly focused on STEAM education. From a qualitative approach, with a phenomenological design, this study aims to explore types of use of Gen AI through semi-structured interviews of 10 university students in Temuco, Chile. Results reveal three types of use: as an information repository, an editing tool, and a cognitive aid. Students used these types of activities for tasks such as information retrieval, enhancing writing quality, and supporting cognitive processes like brainstorming and problem-solving. Results demonstrate that Gen AI tools provide unique applications within social sciences, such as generating therapeutic techniques and adapting content to individual needs, underscoring the tools’ versatility. However, challenges include risks of misuse, overconfidence, and ethical concerns, emphasizing the need for structured training and policy frameworks. This study refines the understanding of Gen AI’s role in education by offering a detailed framework of usage patterns. It calls for further research into its cognitive and psychological impacts, exploring its potential to enhance critical thinking, creativity, and professional preparedness across disciplines.